Adult Literacy and Numeracy

Toby Perkins Excerpts

Thursday 10th October 2013 Commons Chamber

[Justin Tomlinson]

That is a brilliant intervention with fortune-telling skills, as that is exactly what I was about to say. Numeracy is not just about applying for jobs—it is about confidence, about being a savvy consumer and about dealing with things such as payday lending. We have had several debates on this and I am sure that my hon. Friend the Member for Worcester (Mr Walker) will also touch on that issue—although to be fair, most Treasury Ministers would struggle to calculate the APR on payday lending. We live in a complex world with marketing messages, and my hon. Friend and I are working on a paper at the moment about how consumers are not empowered. The markets are in control because consumers are not equipped to make the right decisions.

I want to talk about three areas in which we have opportunities to help people—financial education, work in schools and using libraries as hubs. On financial education, we have had an exceptionally successful cross-party campaign—235 MPs signed up—and I am delighted that as of September 2014 it will be a core part of the national curriculum. The key driver behind the campaign was the fact that 91% of people who get into financial difficulties say, “If only I had known better.” My hon. Friend the Member for Gosport pointed out that 50% of adults struggle with even primary maths skills, so it is no wonder that people get into financial difficulty. The campaign focused on four strands—schools, further education, higher education and the crucial vulnerable group, work on which is led by my hon. Friend the Member for Congleton (Fiona Bruce). That group is crucial because although we are bringing in the changes in schools, further education and higher education, some people will still slip through the net. The report will be published in the next couple of weeks and will contain important points for the Government to take up, so that we can ensure that the most vulnerable people are not missed out.

I am a big fan of the school reforms, which will drive up standards and include making grammar and spelling important in all exams; making mental arithmetic more important in primary schools; restricting the use of calculators; and upgrading maths in the curriculum. I was a maths fan in school, but I was in the minority, even though maths is incredibly important. The pupil premium is providing schools with opportunities to target resources to those most in need.

I had an inspiring visit to Seven Fields school in my constituency. As I have mentioned in previous debates, I had the honour of the Minister for Schools coming to visit after I had set out just how good the school is. To put it in context, it is in one of the top 5% most deprived areas and it was formerly a failing school. To give credit to the previous Government, money was provided to rebuild the school, which was the beginning of the process, but the fundamental changes came from the school reforms, which gave its inspirational head teacher the ability to make a real difference. Some 70% of the children are on the pupil premium and that money has been used—now that the class sizes have been almost halved to 17—to work with the community to get volunteers to come in and read one on one with the children. That has been done by providing a free Sunday roast on Wednesdays to the Penhill luncheon club, who work one on one with the children on reading and numeracy. It makes a huge difference.

Lately resources have been diverted to the nursery because, as the head teacher told the Minister for Schools and me, some of the children coming through have simply been abandoned in front of the television. Not only can they not walk, they have not even reached the first stages of crawling. They literally have to start again. When the children arrive at the school, they are 18 months behind the national average, but by the time they finish, they have caught up—giving those children opportunity.

Huge effort is put into selecting the best, most ambitious teachers, who want to go the extra mile to make a difference. We all know from our own time in schools how teachers who make the extra effort can make a huge difference. The school also provides a constructive and positive environment, including children taking their shoes off and treating it like their own homes. They also have opportunities to make visits beyond school to do things that they would not otherwise have the chance to do.

The head teacher still has a wish list of things that would make a difference. She feels that school holidays undo the great work that is done. Some of the children are upset that they will not be able to come into school. Before teachers start thinking that I am advocating a 52-week term, I should say that the idea is to open up the schools in holidays for summer camps on sport, literacy or numeracy, or for the Scouts and other volunteer organisations to use. PFI schools often have expensive charges for outside groups, which removes the opportunity for constructive work. The head teacher thinks that some of the children benefit from the almost family environment in the school, and should perhaps be held back beyond primary school age—perhaps up to 14 or when they are in a position to go to the local FE college or start an apprenticeship—because they need that sort of environment, perhaps because of their family background. As they go off to the traditional secondary schools, the influences and temptations away from the right path prove too great without family support—and the school can be a substitute for that.

The final, and perhaps contentious, item is the need for performance-related pay for teachers. My father was a teacher, as were my grandmother and grandfather, and many of my friends are teachers. We need to provide incentives for the very best teachers who make a real difference to people. I do not see why they should not be rewarded financially, because in any other profession they would be.

[Toby Perkins (Chesterfield) (Lab)]

I wish to explore how the hon. Gentleman thinks that would work in practice. My son is doing a GCSE in business studies with two different teachers. If one is good and one is bad, how would we work out who got the pay rise and who got the sack?

[Justin Tomlinson]

That is a good point, and the key is that I would not do that, because I am a politician and what do I know? It would be the head teachers who decided. We should entrust them to run schools like any other organisation. The head teacher at this school was waxing lyrical about the inspirational teachers with extra enthusiasm and energy, and she should have absolute freedom to ensure that she has the very best teachers for those children from very challenging backgrounds who do not have the luxury of private education and who rely on this single chance in life.

The parents also need to be engaged. My hon. Friend the Member for Gosport mentioned the role of parents. The school I am talking about has parental contracts. If parents want their child to go to the school, they have to play their part and engage with the school, to ensure that it is not only in school hours that the children benefit from the opportunities provided

I am chair of the all-party parliamentary group on libraries, and I think libraries have a big role to play in adult literacy, which might simply be by opening up the doors to volunteer groups in the evenings and when the library is closed. The summer reading challenge has made a huge difference in getting children to read six books over the summer, when previously they might not have read a single book—look at the number of adults who have not read a book in the last 12 months. Perhaps jobcentres could utilise the libraries to provide opportunities, even for those who need to start from scratch. I have advocated in other debates that we should open up school sports facilities for free to organisations that provide constructive, energetic activities for young people, and a similar principle could be applied to libraries.

The situation is a disgrace. We have to show urgency in our attempts to make a difference. People have one chance in life and, as all hon. Members will make clear, they are being robbed of it. That is a desperately poor situation.

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[Toby Perkins (Chesterfield) (Lab)]

I congratulate the hon. Member for Gosport (Caroline Dinenage) on securing an excellent debate about an issue on which she has fought and campaigned for some time. Her speech reflected her expertise and passion. I also congratulate the other Members who have contributed to this valuable and serious discussion of an issue that continues to be significant.

The warnings issued by the OECD in its report make it clear that Britain faces a considerable challenge in aiming to raise the literacy and numeracy levels of, in particular, the most deprived people in the country. The report is unequivocal in identifying the need for England and Northern Ireland to address social inequalities, especially among the young, as a key reason for the fact that we are falling behind in that regard. It emphasises that although we in Britain make good use of our highly skilled talent pool, there is a stronger association between higher levels of literacy and good social outcomes here than in most other countries.

Although the motion provides some guidance in regard to the aspects that we should be considering, it is somewhat limited, in that it proposes an academic solution to what is largely a social problem. I entirely support its call for literacy and numeracy programmes to be made more accessible to the people who are hardest to reach, and its call for imaginative support for illiterate adults, but, to a degree, it seeks to address the symptoms rather than the causes of the current problem.

The hon. Member for Gosport provided us with an impressive list of statistics relating to the social and economic costs of illiteracy and the extent to which it disadvantages Britain in the global race. She also suggested giving jobcentres a mandatory role in dealing with illiteracy and innumeracy. I believe that, if jobcentres are to play such a role, they will need to change their relationship with the people whom they see as customers. Many people come to see me after visiting jobcentres, and it is clear to me that the current relationship is not likely to enable them to feel positive about jobcentres’ sending them in the direction of literacy. However, the National Institute of Adult Continuing Education has said that there is a potential role for jobcentres, and I think that the idea could be considered if the culture within them were to change.

My hon. Friend the Member for Huddersfield (Mr Sheerman) made an excellent speech. His passion for Caitlin Moran was clear for all to see, and I am sure that it will gratify her. He reflected, importantly, on the changing face of our economy, and on the fact that our economic and educational needs have, in some respects, become aligned with each other. As our economic needs change, it is vital for our educational needs to change as well. He made another important point about the huge potential for business people to serve as mentors in our schools. The Labour party is considering that proposal in detail. Business people have been serving as school governors in Labour-controlled Waltham Forest, and I should like to see more of them reflecting the needs of business in our education establishments.

The hon. Member for Ribble Valley (Mr Evans) made such a brilliant speech that I wrote down four of his observations so that I could reflect on them. He pointed out that the issue of literacy and numeracy had dogged the country for many years, and that successive Governments had wrestled with it. Like other Members, he mentioned libraries. He also referred to the important issue of immigration.

Immigration has produced numerous economic and cultural benefits, but there is no point in pretending that it has been a one-way street. It has also posed significant challenges. As the OECD report made clear, in many cases there is a higher level of illiteracy among members of specific ethnic groups who come to this country, quite apart from the fact that English might not be their first language.

My hon. Friend the Member for Sunderland Central (Julie Elliott) was passionate about a project in her constituency, and about the excellent work that is being done there. Indeed, throughout the debate we heard about positive projects that are taking place in individual areas. It seems to me that if those projects could be joined up, they would work better as a result.

The hon. Member for North Swindon (Justin Tomlinson) made a plea for financial education. He too focused on the importance of libraries, as did the hon. Member for Northampton South (Mr Binley)—who, I understand, could be backed at 16/1 with Paddy Power yesterday to win the deputy speakership, but is now at 5/2. While I entirely endorse what he said about the role that libraries could play, the massive level of local authority cuts is causing them to close throughout the country. We cannot say that libraries should be doing more while at the same time ordering authorities to make the cuts that are leading to the closures.

I would make a similar point to the hon. Member for Worcester (Mr Walker), who referred to Sure Start. There have been huge cuts in Sure Start, 400 of whose centres have closed. It is estimated that a third of its funding has disappeared since the Government came to power. Although I think that the hon. Gentleman is right to ask about Sure Start’s role in relation to literacy and numeracy, I do not think that it can be taken out of context.

The hon. Member for Tamworth (Christopher Pincher) asked when we will deal with this. When will we see this done? Will this be the Government who really make a difference? I am keen to investigate that question now.

The OECD report made it clear that Britain is above average in the achievement of level 3 and level 4 literacy in comparison with our European neighbours—ahead of Germany, the USA, France, Italy and Spain—but we have many more people than our competitors do who fail to reach level 1, which is people who are functionally illiterate. Adults at level 1 have a reading age of 11. I read today that The Guardian has a reading age of 16 and The Sun has a reading age of 11, and I share the concern of the hon. Member for Gosport that many of the one in six adults to whom she referred will be able to read The Sun but not The Guardian. That could explain a lot.

We face a significant challenge and we need to focus on the steps we are going to take to do something about this. We need to realise that social inequality is a key determinant of academic inequality.

[Kelvin Hopkins]

Will my hon. Friend give way?

[Toby Perkins]

I am tempted to give way, as I am always very keen to hear from my hon. Friend, and his attempt to intervene reminds me that I failed to mention his contribution on the importance of numeracy, particularly in rebalancing the economy. I was surprised and encouraged to hear that he has been annoying his friends on the left. That is not something I have always accused him of, but it is always good to have things revealed in the House.

We need to look at what is actually happening. There has recently been a big increase in child poverty. The Institute for Fiscal Studies estimates that 3.1 million children will be living in absolute poverty by 2013. Much of the progress that was made on child poverty between 1997 and 2010 is being eradicated and that is not going to reduce the social inequalities that this report tells us we need to address.

There have been cuts to local authorities and Sure Start centres, and further education funding has been cut by £260 million. The number of working poor is increasing. Countries at the top of the education table are countries that have a social democratic model of government. We need to learn the lessons from this report.

What would our approach be? First, we need to identify those groups in society who are most vulnerable to being illiterate or innumerate and put in place a series of guarantees to ensure they are not simply thrown into the job market and expected to sink or swim without the skills they need in numeracy and literacy. Any step that would see more children educated by unqualified teachers would be retrograde. We need to see steps to support people who are at greatest risk applying to all school leavers. Those who are not achieving the standards of literacy and numeracy that they should by the age of 16 will be given a chance to catch up with a guarantee of further study in those areas until the age of 18.

We also need to support Army leavers more. About 39% of Army recruits join with literacy and numeracy skills at level 1. The Army’s extensive apprenticeship programme has already done a fantastic job in improving the literacy and numeracy of many of those people, and one nation Labour would strongly support the Ministry of Defence as a leading Department in tackling that problem.

We also need to focus on our prisons. Some 48% of the prison population have a reading age of 11 or lower, so there needs to be a real focus on supporting people in our prison population to ensure they get the skills they need.

The answers to the problems are not purely pedagogical, however; they are very much social. When we still live in a society where people can be in work and in poverty and where the cost of child care can mean it still does not pay to be in work and where children can arrive in school at the age of five unable to speak, we should not be entirely surprised that we face this problem.

To address it, a one nation Labour Government will ensure that working parents of three and four-year-olds will get 25 hours of free child care a week, paid for by a banking levy worth £800 million a year. We will also legislate for a primary school guarantee that every school is an 8 am to 6 pm school. I agree with what has been said about making better use of our schools. We need to rescue Sure Start from the huge cuts it has had, and we need to work with experts to develop the best solution to overcome these stigmas and barriers.

I congratulate the hon. Member for Gosport on the excellent debate she has instigated and her contribution to it. She is right that this is a vital issue. A tremendous partnership approach is needed in order to improve it and to ensure we have greater opportunities for all, and to make better use of all of our people so we can start to fulfil the promise of Britain.

[The Minister for Skills and Enterprise (Matthew Hancock)]

I echo the words of the hon. Member for Chesterfield (Toby Perkins) in saying this has been an excellent debate and congratulating my hon. Friend the Member for Gosport (Caroline Dinenage) and the other supporters of the motion. Not only has the debate been informed and valuable—there is now no need for me to read out many of the statistics I have to hand to set the context as they have already been given—but it is timely given Tuesday’s OECD report. It was a shocking report and it will reverberate down through the education debate in Britain for many years. I hope it will persuade many who are sceptical or resistant to the reforms being put in place to come onside and support more rigour, and support stronger maths and English within schools.

The OECD demonstrated that over 8 million people in our country lack functional numeracy and over 5 million lack functional literacy. While Britain is strong at the top of the skills range, on these measures we have gone from being about the third best in the world to about the third worst in two generations between 55-year-olds and 16-year-olds.

[Toby Perkins]

That statistic was given earlier today by the Leader of the House. The OECD report said we were third bottom of 24 countries, not third-bottom in the world. I am sure the hon. Gentleman would not want to mislead people. He is out there fighting for British jobs, and he would not want to tell people that the situation is worse than it is.

[Matthew Hancock]

Absolutely. We are third from the bottom in the developed world, as surveyed by the OECD. We are 22nd out of 24 in numeracy and 21st out of 24 in literacy and however we want to cut those figures, they are bad.

I pay tribute to all those who have worked so hard in this area, especially the National Institute of Adult Continuing Education and its chief executive, David Hughes, whose lifelong work has been spent trying to drive up adult literacy and numeracy. So much of the solution is about high expectations and standards and, as a country, we have tried over the last decade and more to find one merely by throwing money at the problem. It is clear that while money is part of the answer, it is only part of the answer, and a lot of it is to do with making sure we get the right teaching to the right expectations with the right level of rigour.

This problem must be solved first in our primary and secondary schools. We can then try to solve it, for those who do not succeed at school, in colleges and further education, and then, of course, for those for whom that still does not work, throughout life. This problem must be tackled at all levels, therefore.

Let me set out some of the actions the Government have taken. The focus on numeracy and literacy in primary schools is crucial, but, as well as time spent on these issues, we have to make sure we have high expectations of children at a young age. We need to make sure that grammar is taught properly and that mental arithmetic matters—that we do not rely only on calculators, and instead the understanding of basic maths is inculcated deep in pupils. Then we must reform GCSEs and have a more stretching curriculum for teenagers, and then, for those who do not get the crucial C or above in GCSE, make sure they continue to learn English and maths. The introduction of the tech level and the tech bac will drive that among those who do not go down the A-level route. As announced this week, we are introducing a core maths paper that is somewhere between a GCSE and an A-level so that for the 40% who get a C at GCSE but do not continue to study maths there is a qualification that is not as big as a full A-level but allows them to continue studying maths.

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[Matthew Hancock]

I was coming on to deal with the role of community facilities, where I understand my hon. Friend is driving forward the argument. Academies and free schools are one way to help, because giving more autonomy to head teachers allows them to use their buildings as they wish. On libraries, managing community facilities more imaginatively is important, and a lot of that is down to the individual managers of individual institutions. I strongly support what he said about that.

Of course, good teaching of English and maths requires good English and maths teachers, so we are today announcing new Department for Education support for the national centre for excellence in the teaching of maths to develop a maths enhancement programme to upskill existing teachers of maths in further education. The programme will be delivered by professional development leads associated with the centres for excellence in teaching and training. We need more maths teachers, and we are on track this year to have trained more than 600 FE teachers. So we are constantly working to drive up the number of English and maths teachers, as well as the English and maths taught.

Above all, this comes down to school reform, because without excellent schools we will not solve this generational problem. I hope that the OECD report will have helped to build a stronger consensus behind our school reforms, which remain opposed—inexplicably—by some people who otherwise describe themselves as “progressive”. As the shadow Minister said, the OECD showed the problem of the link between deprivation and education being greater in England and Northern Ireland than elsewhere, but the problem is that poor education entrenches deprivation. Education needs to be the foundation of social mobility, and in the UK that is not happening nearly enough now. The hon. Gentleman did not mention the collapse that the OECD study showed in the results among 16 to 24-year-olds, where this country has gone from the top to very near the bottom. We are driving forward on making sure that we reform our schools system, bring in free schools, give head teachers powers under academisation and improve the standards of teachers. However, we have opposition, and I do not understand why people who otherwise call themselves “progressive” say that they are opposed to these things. I wonder whether we are going to get a change of heart from the Opposition Front-Bench team on so-called “unqualified teachers”, not least because the new shadow Education Secretary once was an unqualified teacher.

[Toby Perkins]

The report makes it absolutely clear that England and Northern Ireland need to address social inequalities, particularly among young adults—that was a key part of its recommendations, which is why I focused strongly on it. Of course I understand that educational inequalities can lead to social inequalities, but this report is saying that social inequalities will lead to educational inequalities.

[Matthew Hancock]

I am sure that the hon. Gentleman will want to welcome the fact that inequality in Great Britain is at its lowest level since 1986 as a result of the efforts of this coalition Government.

The hon. Member for Huddersfield (Mr Sheerman) made a passionate speech. I hope that this debate will not become party political because there is no need for it to be; if we all listen to what the OECD said and drive rigour and standards through schools, it does not have to be party political. He also mentioned mentors. We are reforming careers advice to make it about inspiration and mentoring, and to help brokerage between businesses and schools. If anyone had him as a mentor, I have no doubt that they would absolutely value that. He made many extremely important points, crucially recognising that this has not gone well for a long time and needs to be turned around. He said that we have failed to deliver the most basic of education over a number of years, and that is exactly what we are trying to turn around.

Oral Answers to Questions

Toby Perkins Excerpts

Thursday 18th July 2013 Commons Chamber

[Toby Perkins (Chesterfield) (Lab)]

Two years ago, there was a crisis in small business lending. We have just heard from the Secretary of State that in 22 of those 24 months, it has got worse. The Institute of Chartered Accountants in England and Wales is the latest to acknowledge that the Government response to the SME funding crisis is totally inadequate, using a British investment bank that funnels existing inadequate schemes through our uncompetitive banking system. Is it not time that the Secretary of State admitted that the Government will never deliver the scale of change needed and threw his weight behind Labour’s plan for a new generation of local banks with local decision making, based on the key features of the German Sparkasse model? Let us get the real change that British small businesses desperately need.

[Vince Cable]

I am a great fan of the German Sparkasse system, and it is a pity that we never had it in Britain. If the hon. Gentleman looks back on the record of the previous Labour Government, he will recall that in 2000, they had a report prepared for them on the inadequacies of British business lending and the enormous problems created by the fact that four banks accounted for all the business. The Government of the day, despite urging from myself and others, did absolutely nothing about the problem. As a result, we went into the banking crisis with massively over-concentrated ownership and damaged banks that are no longer able to perform properly. We are seeking reform, supporting new challenger banks though the business bank, and dealing with a problem that should have been dealt with a decade ago.

Munitions Workers

Toby Perkins Excerpts

Tuesday 26th March 2013 Westminster Hall

[Toby Perkins (Chesterfield) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Hollobone. This is not the first time, but it is exciting none the less.

This has been an excellent debate. I congratulate my hon. Friend the Member for Stoke-on-Trent South (Robert Flello) on his excellent speech and on the work he is doing to promote this issue. He started by reflecting that the debate was recognising some of the forgotten heroes. In as much as they have been forgotten by history, the work that the all-party group is doing and the speeches by hon. Members today are ensuring that they are forgotten no longer. We need to recognise the contribution they made. My hon. Friend reflected on the huge personal risks and sacrifices made by munitions workers, known as “canaries” because of the effects of their work with chemicals. I endorse the work of the all-party group. The Opposition should look to work with the Government and the all-party group on some of the more difficult issues to do with individual recognition.

The hon. Member for Rochester and Strood (Mark Reckless) broadened the description of people who also served. When discussing this issue, we need to reflect on the many people who contributed in different ways to the war effort. Steps forward have been taken in recent years to recognise various groups, and the hon. Gentleman gave us a glimpse of other groups that we might choose to bring under this umbrella in the future. Perhaps inadvertently, he posed a challenge to my hon. Friend, as the description could continue to grow. At what point do we narrow it down? If we are asking for individual recognition, recognising that collective recognition that is long overdue—although there are real signs that it will be given—what work can the all-party group, with Government and the Opposition, do to try to narrow the description so that we can find out how many people we are talking about, how we are going to find them, who will do the work to see who will receive the recognition, and how we ensure that there is public confidence that a self-certification model will not demean the achievement in receiving it? Questions arise from the hon. Gentleman’s contribution.

My hon. Friend the Member for Llanelli (Nia Griffith) reflected on the contributions and sacrifices of her constituents. She brought some colour to the debate, with her description of yellow-faced people swimming in a red river, which nicely brought to mind the massive personal sacrifice and contribution that people made. My hon. Friend the Member for Sedgefield (Phil Wilson) reflected on the fact that 90% of the workers in the factory at Aycliffe were women. More than 1 million women worked in munitions factories during the second world war. He alluded broadly to the way that history had, in various ways, written out women’s contribution to the second world war effort. As a society, we are belatedly recognising that contribution, and this debate helps in that process. My hon. Friend was also proud to talk of his respect for the Aycliffe Angels and the contribution they made to the war effort.

My hon. Friend the Member for Ogmore (Huw Irranca-Davies) reflected on the importance of local munitions factories as employers in the pre-war years. He also reflected on the fact that the big immigration concern in the mid-1930s was whether people would come from Maesteg to steal all the jobs. As the world has shrunk, the issue has broadened out slightly, but it was none the less interesting to hear that concerns we still recognise today were alive and well in Bridgend in the 1930s. My hon. Friend the Member for Dumfries and Galloway (Mr Brown) made an interesting pitch for the tourism offer in his area. He made us aware that today we can still see evidence of what munitions factories were like, and many people will be interested in taking up his offer. He also reflected on the sacrifices made by workers at the time.

In discussing this issue and the fact that I would be contributing to the debate, I learned that my mother-in-law had worked in the Bryan Donkin factory in Chesterfield. The more we talk about this issue, the more we hear about people we never even realised had made a contribution. The BBC’s “People’s War” website included a contribution from the Derby action team about the war effort of munitions factory workers in Chesterfield. It mentioned that Chesterfield people kept a relentless black-out to ensure the factories were never bombed, although errant German bombers accidentally bombed the Chesterfield football ground and the Walton golf course. What the Germans had against Chesterfield’s sporting prowess, we will never know, but they did not manage to get to the factories.

The eminent war historian Simon Fowler has written about munitions workers, and one quote brings together very nicely some of the issues we have talked about:

“Britain could not have emerged victorious in 1945 without the help of the many who selflessly worked all the hours they could to provide the materials the British Army and Allied troops used to defeat the Germans… People were injured or killed while making munitions every day. Their recognition is long overdue. They played a key part in the War and it’s a scandal it’s taken until now, when there are not many left to see it.”

Many of us would echo those comments. In recent years, there has been not only renewed appreciation of the role of our heroic armed forces, but wider recognition by society and, I glad to say, the Government of those who served in many other ways. In recent years, we have taken huge strides forward in recognising the contribution of the Bevin boys, the land-girls and the Women’s Timber Corps, and we also have the memorial to women who died during the second world war.

I entirely support the recognition that munitions workers received for the first time at the Armistice day parade at the Cenotaph, and I congratulate the Royal British Legion on that. I also entirely support the campaign for a national memorial at Alrewas. I hope and expect that there will be wide public support for the campaign my hon. Friend the Member for Stoke-on-Trent South described.

I acknowledge the difficulty posed by the lack of adequate records, as well as the fear that individuals will, as a result, never get the personal recognition we all think they deserve. I hope that wider recognition will be granted as quickly as possible, given that the clock is against many of those who clearly deserve recognition. Her Majesty’s Opposition are more than happy to be involved in cross-party talks on practical ways to move things forward in a way that enjoys confidence and is effective.

This debate is a time for us to recognise the debt that this generation owes to all those who stood up and were counted in Britain’s finest hour. It fell to them to fight for the essential freedoms that these blessed isles have enjoyed for so long and, God willing, will continue to enjoy. When questions were asked of that generation, they answered—and then some. They saved lives, but they also saved the world from a tyranny so evil that even imagining defeat makes our blood run cold.

In recognising the contribution of all those who served in our munitions factories in this debate, we are also passing on the gratitude, respect and thanks of this generation to all those who heroically served and saved our country all those years ago.

Oral Answers to Questions

Toby Perkins Excerpts

Thursday 7th February 2013 Commons Chamber

[Vince Cable]

Yes, and I think my hon. Friend makes an important point, which is that although we frequently hear from the prophets of doom on the Opposition Benches, a large amount of entrepreneurial activity is taking place. The percentage of the population engaged in business has increased from about 6% to 9% in the past two years, and what is happening in Gillingham is an example of that.

[Toby Perkins (Chesterfield) (Lab)]

Once again, anyone listening to the recent exchanges will not have the slightest confidence that this Government are taking any meaningful steps that will make a difference. Six weeks ago, in the last Business questions, the Secretary of State told us that after the expert group had met he would come here to tell us the timeline and what was going to happen. He keeps telling us that this bank is going to make a significant difference, but nobody really believes we will see any meaningful progress in the next two years. Certainty and responsibility are very important, so can he unequivocally confirm today that the Government are following the policies that he is advocating on access to finance for small businesses? If not, can he explain what the Government should be doing to make a difference on that?

[Vince Cable]

Of course I can confirm that we are pursuing the policies I have described. I get a sense that the hon. Gentleman has not the faintest idea about the issues involved in establishing a new bank. This Government have established, through government, two new banks, one of which is already operating on a significant scale— the green investment bank. The other is the new business bank, which is going through the necessary processes. [Hon. Members: “When?”] Opposition Members ask when, but do they have the slightest idea what is involved in running a bank and doing due diligence, having presided over the collapse of the banking system ignominiously and having allowed the banks to get totally out of control, with the disastrous consequences that we are now dealing with?

Oral Answers to Questions

Toby Perkins Excerpts

Monday 21st January 2013 Commons Chamber

[Mr Timpson]

We must ensure that the child protection system that we have is as effective as possible. We are implementing the Munro reforms, which the hon. Lady’s party supports, both in relation to the statutory guidance on safeguarding and working together and in relation to better trained and higher quality social workers. We want protection to be in place for every child who needs it, but we must also provide the care that children require once they are in the care system. I want what the hon. Lady wants, which is the best possible care for all those children, and I hope she will join me in supporting Eileen Munro’s work so that we can ensure that it is provided.

[Toby Perkins (Chesterfield) (Lab)]

6. What recent representations he has received on his proposed changes to GCSEs; and if he will make a statement.

[Karl Turner (Kingston upon Hull East) (Lab)]

12. What recent representations he has received on his proposed changes to GCSEs; and if he will make a statement.

[The Secretary of State for Education (Michael Gove)]

We have received almost 5,500 written responses to our consultation, and we are currently reviewing them, along with all the views that we have heard in meetings with interested organisations. We will report on the findings from the consultation once we have had a chance to consider them in full.

[Toby Perkins]

If the Secretary of State had succeeded in uniting everyone—from the CBI to the teaching unions, from Kenneth Baker to Sir Jonathan Ive—in support of his proposals, we would be calling him a genius. What word would he use to describe someone who has achieved the exact opposite?

[Michael Gove]

I am always grateful for the thought that the hon. Gentleman is toying with the question of whether to call me a genius or a saint. I shall merely say that what we have managed to do so far is put the case for reform after the years when, sadly, the Labour party was in power, and confidence in our examination system received a shock from which the coalition Government are at last rescuing it.

Oral Answers to Questions

Toby Perkins Excerpts

Thursday 20th December 2012 Commons Chamber

[Vince Cable]

I will certainly ensure that the hon. Lady and her constituent get good advice on the range of opportunities available to them. This is somewhat removed from the immediate concerns in establishing the bank, but she legitimately raises an important issue; many small companies cannot get credit.

[Toby Perkins (Chesterfield) (Lab)]

The small business bank provides the last chance for this Government to take meaningful action that could ensure the vital flow of cash to Britain’s small businesses. The reality among the small businesses that I speak to is that they do not have any of the confidence that the Secretary of State seems to be exuding about the access to finance that is out there. There is a worrying lack of urgency and clarity about the Government’s plans. Will he publish a timetable for the establishment of the business bank and update us on progress with all the main elements that will need to be in place, such as when it will apply for a banking licence, when lending will begin, and when state aid approval will be sought?

[Vince Cable]

There is certainly no complacency. We recognise that there is a very serious problem that ultimately resulted from the collapse of the banks in 2008-09, which has had devastating long-term consequences, and we are seeking to address that with a variety of interventions. There are positive things, including the emergence of challenger banks. When the advisory group meets early in the new year we will set out a detailed plan of action, including dates and objectives. I am happy to brief Labour Members when we have concrete detail.

Oral Answers to Questions

Toby Perkins Excerpts

Monday 3rd December 2012 Commons Chamber

[The Minister for Schools (Mr David Laws)]

As my hon. Friend will know, we are simplifying the funding formula for 2013-14. We believe that it contains the right factors, which will be able to accommodate the real pressures throughout the country. My hon. Friend will also know that we are conducting a review of the formula for 2014-15. If he will write to me about the problems in his constituency, I shall be sure to look at them very closely.

[Toby Perkins (Chesterfield) (Lab)]

Sales skills are crucial to British businesses, but although nearly 10% of people are employed in sales, fewer than 1% of apprenticeships are in sales. Having escaped the opportunity to become Alan Sugar’s apprentice, Kate Walsh is now heading the Labour party’s policy review body, which is looking into how we can ensure that more young people get into sales and recognise the value of such work. Will the Minister congratulate Kate Walsh on having engaged in the political process, and acknowledge the importance of sales in our schools and colleges?

[Matthew Hancock]

I would commend any work intended to enhance the quality of apprenticeships, which are no longer restricted to one part of the economy but now extend to the whole economy. They are increasing in quantity, and we need to ensure that they increase in quality as well. I should welcome the contributions of anyone who can bring about an increase in the number of rigorous and employer-focused apprenticeships.

Oral Answers to Questions

Toby Perkins Excerpts

Thursday 8th November 2012 Commons Chamber

[Jo Swinson]

I thank my hon. Friend for that question. It is certainly interesting that three quarters of the new pubs that have opened in the last year and a bit have been freehold. That says a lot about how people who are looking to set up pubs feel about the business models. The Minister of State, Department for Business, Innovation and Skills, my right hon. Friend the Member for Sevenoaks (Michael Fallon) outlined some of the initiatives of global entrepreneurship week. The Government have a raft of measures to support small businesses. I know that Members from all parts of the House want to support small community businesses in their constituencies, including small breweries.

[Toby Perkins (Chesterfield) (Lab)]

The Minister says that she wants to hear from the industry. If she has looked into this matter, she will know that the entire industry was united in thinking that the Government’s response last November was too weak. The Secretary of State said in June 2010 that he would support the commitments made by the previous Government, and this House set out its clear view in January 2012. Now, years after all the Select Committee reviews, we have yet another consultation. Why does the Minister not listen to the view of this House, listen to the view of the industry and set up an independent review of whether self-regulation is working? Let us start saving some jobs and pubs before it is too late.

[Jo Swinson]

I am listening; that is the purpose of asking the industry how the current approach is working. There are positive signs, such as the setting up of the Pubs Advisory Service and the Pubs Independent Conciliation and Arbitration Service. PICAS has started to hear cases and two have been found in favour of the tenants. There has been positive action and we need to assess whether that is sufficient. That is what the gathering of evidence is designed to do.

Oral Answers to Questions

Toby Perkins Excerpts

Monday 29th October 2012 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

The Government have already committed to a funding condition for students who do not achieve a C at GCSE to continue to study maths until 18 either in or not in employment. I am also concerned about the cohort who achieve a GCSE grade C in maths but who do not want to go on and study A level. We need to make it clear that there are qualifications for them, too.

[Toby Perkins (Chesterfield) (Lab)]

I am interested in the logic of the Secretary of State’s position. If he believes it is right that academies and free schools should be able to take on whoever they like on the strength of the opinion of the head teacher, why is that not right for local authority schools? And if he believes it is right that we make the teachers’ training qualification more difficult, why is it right that academies can opt out of that?

[Mr Speaker]

Order. The hon. Gentleman is supposed to be an egalitarian. One question will do—an equal distribution of the available fruits.

Oral Answers to Questions

Toby Perkins Excerpts

Thursday 24th May 2012 Commons Chamber

[Greg Clark]

I will indeed join my hon. Friend in congratulating that company. In fact, a record number of the recent Queen’s awards, announced last month on Her Majesty’s birthday, were for small businesses, which shows that this country’s small businesses have a huge amount to contribute to the future success of the nation.

[Toby Perkins (Chesterfield) (Lab)]

Yesterday I met 35 small businesses that borrowed money to fuel growth but now feel that they were mis-sold interest rate swap products by their banks. There is a real urgency to investigate that issue before more otherwise healthy companies are brought down. Will the Minister join us in calling for banks, while they are investigating whether these products were mis-sold, not to foreclose on companies that are falling behind because of these products?

[Greg Clark]

If the allegations are correct, the companies will need assistance to cope. An investigation on that is about to conclude. I will take the matter forward with the hon. Gentleman and am happy to discuss it outside this place with his Front Benchers.